Principal and Teacher Preparation to Support the Needs of Diverse Students: National Findings from the American Educator Panels

Disrupting Dysconsciousness: Confronting Anti-Blackness in Educational Leadership Preparation Programs

“…Accreditation is crucial for schools of education to attract and retain students. Scholars (Johnston & Young, 2019; Rogers & Tienken, 2020) report that students graduate from ELPPs feeling that they were not prepared to navigate issues of race, racism, equity, or social justice. What the data suggest is that although both NELP and CAPE have standards on diversity, equity, and inclusion those standards fail to adequately develop programs to support students to effectively interrogate issues of race.…”

“…Research suggests that students are better positioned to develop the critical consciousness required to handle race and racialized issues when they graduate from programs that explicitly and intentionally utilize liberatory praxis and center race and race language (Gooden & O’Doherty, 2015). Unless ELPPs commit to embedding critical theories and consider the merit of liberatory practices that center race explicitly, these programs will continue to produce graduates that feel ill-equipped to navigate challenges of race and racism (Johnston & Young, 2019).…”

Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover

“…According to this model, individual or internal resources, such as a teacher's knowledge or training, and external resources, such as social support from administrators or instructional materials, can increase motivation to stay, and promote teachers' abilities to meet job demands . The present study integrates and extends COR theory and work by Billingsley (1993) to examine whether internal and external resources mitigate general education teachers' odds of departure from the classroom associated with teaching more students with SWD, students with needs that many general education teachers may not feel equipped to address (Johnston & Young, 2019).…”

“…More SWD are educated in general education classrooms than ever before (Williamson et al, 2019), yet many teachers are unprepared to work with this population of students (Johnston & Young, 2019). This raises concerns about how teachers respond to the challenges of working with a group of students with unique needs that they may not be wellprepared to address.…”

“…Results suggest that future research is needed to identify the supports teachers have access to when they teach higher percentages of SWD.Most teachers instruct students with disabilities (SWD) regardless of the subject they teach, their level of training, or their type of certification (Gilmour & Wehby, 2020). However, many of these teachers do not have training in special education nor do they feel confident in their abilities to meet the needs of learners who require special education services (Johnston & Young, 2019;Moore et al, 2017). Further, many teachers report insufficient access to the resources they need to support SWD (Gesel et al, 2021).…”